Nat'l Academies Pre-print Report on Discipline-Based Education Research

This 270 page "synthesis study" collects the literature and assesses research on approaches to undergraduate science education.  I haven't read the report, just skimmed the 19-page Executive Summary. 

Most reports by the National Academies can be read online for free, including this one.  From the Exec. Summ.:

DBER scholars have devoted considerable attention to effective instructional strategies and to students’ conceptual understanding, problem solving, and use of representations. Key findings from DBER are consistent with cognitive science research and studies in K-12 education.

To gain expertise in science and engineering, students must learn the knowledge, techniques, and standards of each field. However, across the disciplines, the committee found that students have incorrect understandings about fundamental concepts, particularly those that involve very large or very small temporal and spatial scales. Moreover, as novices in a domain, students are challenged by important aspects of the domain that can seem easy or obvious to experts, such as problem solving and understanding domain-specific representations like graphs,
models, and simulations. These challenges pose serious impediments to learning.

DBER clearly shows that research-based instructional strategies are more effective than traditional lecture in improving conceptual knowledge and attitudes about learning. Effective instruction involves a range of approaches, including making lectures more interactive, having students work in groups, and incorporating authentic problems and activities.

To enhance DBER’s contributions to the understanding of undergraduate science and engineering education, the committee recommended:

• Research that explores similarities and differences among different student
  populations.
• Longitudinal studies—including studies of the K-12/undergraduate transition— to better understand the acquisition of important concepts and factors influencing retention.
• More studies that measure outcomes other than test scores and course performance, and better instruments to measure these outcomes.
•  Interdisciplinary studies of cross-cutting concepts and cognitive processes.

Stacia Marcelynas Battles Wind, Rain to Place UMass Amherst Eighth in National Supermileage Competition

The UMass Amherst team created a super-mileage vehicle nicknamed "The Homewrecker" (I'm sure there's a story there!) which "racked up an impressive 683 miles per gallon at the Eaton Corporation proving grounds in Marshall, Michigan, finishing in the top 25 percent of a field of 35 teams from around the world at the June 5-6 event. "

Science magazine (6 July 2007) special issue on Undergraduate Science Education

From the Special Issue introduction, "Many Voices, One Message" by Jeffrey Mervis:

... The hegemony of English is just one of many forces shaping undergraduate STEM education. This special issue looks at the topic by focusing on the lives of [12] faculty members in a dozen countries on six continents. The group is meant to be representative of scientists teaching large numbers of undergraduates around the world. The list is skewed toward the most industrialized countries but also includes those in which the scientific infrastructure is developing rapidly. An accompanying map presents some basic information about higher education in each country.
...
For an additional perspective, Science invited three distinguished educators to explore the issues facing undergraduate STEM education. Excerpts of their comments appear in this issue; the complete discussion is available at www.sciencemag.org/sciext/undergrad_education07. This issue also marks the debut of the Signal Transduction Knowledge Environment Journal Club, as well as three Teaching Resources.

We hope that you'll find the entire package compelling enough to alter your own worldview of undergraduate education. If it does, please let us know at www.sciencemag.org/sciext/eletters."